| Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic S Donitsa-Schmidt, R Ramot Journal of Education for Teaching 46 (4), 586-595, 2020 | 397 | 2020 |
| COVID-19: Education policy, autonomy, and alternative teacher education in Israel R Ramot, S Donitsa-Schmidt Perspectives in Education 39 (1), 372-389, 2021 | 29 | 2021 |
| Parental ‘intrapreneurship’in action: Theoretical elaboration through the Israeli case study M Yemini, R Ramot, N Sagie Educational Review 68 (2), 239-255, 2016 | 26 | 2016 |
| Shaping the future of distance learning in teacher education: MOOCS during COVID-19 S Donitsa-Schmidt, R Ramot, B Topaz Perspectives in Education 40 (1), 250-267, 2022 | 14 | 2022 |
| COVID-19–a boundary crossing event for teacher educators S Donitsa-Schmidt, R Ramot Journal of Education for Teaching 48 (4), 407-423, 2022 | 6 | 2022 |
| Toward a consensual definition of educational research and development: a Delphi study R Ramot, G Bialik Higher Education Research & Development 42 (2), 427-441, 2023 | 2 | 2023 |
| Researchers as knowledge brokers: A step toward research-informed policy? Lessons from the Israeli case R Ramot, G Bialik Education Policy Analysis Archives 28, 133-133, 2020 | 2 | 2020 |
| Progressive and Informal Classrooms and Pedagogies Y Dror, R Ramot Handbook of historical studies in education: Debates, Tensions, and …, 2020 | | 2020 |
| What Happens When We Do Not Teach?-The case of parental involvement R Ramot | | |
Miri YeminiProfessor of Education, TechnionVerified email at technion.ac.il
